Taiwan.edited (1)

Taiwan’s Bilingual Language Policy and Young Learners Student’s Name Institution’s Affiliation Instructor’s Name Course Name Date

Acknowledgement I extend my heartfelt gratitude to the individuals and institutions whose invaluable contributions have made this research possible. Firstly, my sincere appreciation goes to the participants of this study, whose willingness to engage and provide insights through the survey significantly enriched the depth and quality of this research. Their involvement and cooperation were indispensable in capturing diverse perspectives on the impact of the Taiwan Bilingual Policy on young learners' English proficiency. I am deeply indebted to my supervisor/advisor, [Name], for their unwavering support, guidance, and expertise throughout the research process. Their insightful feedback, constructive criticism, and encouragement played a pivotal role in shaping the direction and methodology of this study. Their mentorship refined the research methodology and broadened my understanding of language policies and educational dynamics. Additionally, I am grateful for the support from the faculty and staff of [Institution Name], whose resources and assistance facilitated the smooth execution of this research endeavour. Their academic guidance and administrative support were instrumental in navigating the complexities of this study. Abstract The impact of language policies on young learners' English proficiency remains a topic of considerable interest, particularly within the framework of Taiwan's Bilingual Policy. This research investigates the effects of the Taiwan Bilingual Policy on English proficiency among a sample of young learners in Taiwan. Through a comprehensive survey conducted across diverse regions, the study assesses the correlation between policy implementation and varying levels of English language proficiency among participants. Findings revealed that a significant proportion of participants demonstrated intermediate proficiency, with a smaller percentage achieving advanced or fluent levels. Correlation analysis highlighted a robust

Declaration. Atw declares that the research presented in this paper, Taiwan's Bilingual Language Policy and Young Learners, is original and has been conducted with the utmost integrity and adherence to academic standards. The data collected, analysis performed, and conclusions drawn in this study result from diligent research efforts and rigorous methodologies. This work has yet to be submitted for any other degree or examination. All sources used, whether directly quoted or paraphrased, have been duly acknowledged and cited by the prescribed referencing style. Furthermore, I affirm that the research conducted in this study complies with ethical standards and guidelines governing academic research. The participants involved in the survey provided their responses voluntarily, and all data collected was treated with confidentiality and used solely for this research. The data collection and analysis followed ethical considerations regarding informed consent, anonymity, and confidentiality. Any personal or sensitive information obtained from the participants has been anonymized to ensure their privacy and confidentiality. This research endeavour has been committed to academic excellence and honesty. I attest to the authenticity of the data collected and the accuracy of the analysis, striving to contribute substantively to language education and policy implementation. I acknowledge the responsibility that comes with academic research and affirm the credibility and integrity of this work.

Table of Contents Acknowledgment ................................................................................................................................... 2 Abstract ................................................................................................................................................. 2 Declaration ............................................................................................................................................ 4 Chapter1: Introduction .......................................................................................................................... 7 1.1 Introduction ................................................................................................................................. 7 1.2 Background of the study .............................................................................................................. 7 1.3 Aims ............................................................................................................................................. 9 1.4 Research questions ...................................................................................................................... 9 1.5 Objectives .................................................................................................................................. 10 1.6 Significance of the study ............................................................................................................ 10 1.7 Justification for Investigation ..................................................................................................... 11 1.8 Overview of Study ...................................................................................................................... 12 Chapter: Literature Review .................................................................................................................. 13 2.1 Introduction ............................................................................................................................... 13 2.2 Historical Background ................................................................................................................ 13 2.3 Core Principles and Concepts .................................................................................................... 14 2.4 Applicability of Taiwan’s Bilingual Language Policy and Young Learners .................................... 15 2.5 Support for the Bilingual Language Policy .................................................................................. 16 2.6 Challenges in Support for the Bilingual Language Policy ............................................................ 17 2.7 Addressing the Bilingual Language Policy .................................................................................. 18 2.8 Conclusion of the Literature Review .......................................................................................... 20 Chapter: Research Methodology ......................................................................................................... 22 3.1 Introduction ............................................................................................................................... 22 3.2 Research Philosophy .................................................................................................................. 23 3.3 Research design ............................................................................................................................. 24 3.4 Data Collection Process .............................................................................................................. 25 3.5 Data source ................................................................................................................................ 26 3.6 Data Presentation ...................................................................................................................... 27 3.6.1 Survey ................................................................................................................................. 28 Chapter 4: Results and Analysis ........................................................................................................... 32 4.1 Findings from the survey data ................................................................................................... 32 4.2 Impact of the English Language Policy on young learners ......................................................... 33 4.3 Factors contributing to policy success/failure ............................................................................ 33

Chapter1: Introduction 1.1 Introduction. The evolving landscape of language education has been a focal point of global interest, especially in regions like Taiwan, where policies aimed at fostering bilingualism among young learners have garnered substantial attention. Among these policies, the Taiwan Bilingual Policy is a significant initiative that strives to enhance English language proficiency within the educational framework ( Baker, 2011) . This research explores the ramifications of this policy on the English language skills of young learners in Taiwan. The policy's inception marked a crucial step in addressing the growing importance of English as a global lingua franca and its relevance in Taiwan's socio-economic and educational spheres. Taiwan's commitment to bilingualism in Education emerges against globalization and the recognition of English as a vital tool for international communication and competitiveness. The Taiwan Bilingual Policy, launched in [year], aimed to cultivate English proficiency among students, recognizing its pivotal role in fostering cross-cultural interactions, advancing career opportunities, and bolstering Taiwan's global presence. As this policy continues to shape the educational landscape, exploring its impact becomes imperative, shedding light on its effectiveness, challenges, and areas necessitating improvement. Therefore, this research aims to critically assess the outcomes of the Taiwan Bilingual Policy, considering its implications on young learners' English language skills and the factors influencing its success or failure. 1.2 Background of the study Taiwan's commitment to fostering bilingualism, particularly in English proficiency, has been a strategic initiative within its educational framework for decades. Historically, Taiwan has recognized the significance of English as a global language, understanding its pivotal role in

international communication, trade, and academic exchanges. The inception of the Taiwan Bilingual Policy emerged as a response to the increasing globalization trends and the necessity for Taiwanese citizens to possess proficient English language skills to thrive in the global arena. In [year], Taiwan's Ministry of Education introduced the policy to equip students with strong English capabilities early on. This policy was conceived as a proactive approach to leverage the potential advantages of bilingualism, aligning educational practices with the demands of a globally interconnected world. The background of this study also aligns with the historical evolution of language policies in Taiwan. Before the Taiwan Bilingual Policy, Taiwan's education system underwent phases of language reform, witnessing shifts in language instruction methods and policies. Taiwan's historical context involved an era where Mandarin Chinese was the dominant language of school instruction. However, recognizing the increasing importance of English in the global landscape, Taiwan gradually integrated English education into the curriculum, culminating in the formal implementation of the bilingual policy. The policy aimed to instil not only language proficiency but also a deeper cultural understanding and global perspective among students, reflecting Taiwan's aspiration to become a hub for internationalization. Moreover, the introduction of Taiwan's bilingual policy was met with various challenges and debates. While the policy aimed to enhance English proficiency, concerns surfaced regarding its implementation and effectiveness. Some critics argued about the disparities in educational resources across regions, questioning the equitable distribution of opportunities for English language acquisition. Others raised concerns about the adequacy of teacher training programs to execute the policy effectively. Additionally, societal attitudes towards bilingualism and English education, including parental involvement and community support, emerged as factors influencing the policy's success. Understanding this historical context and the diverse

1.5 Objectives. a. To assess the direct influence of the policy on young learners' English language proficiency through a comprehensive analysis of proficiency levels post-policy implementation. b. To analyze the various elements such as educational resources, teaching methodologies, government support, and societal attitudes to determine their impact on the policy's success or shortcomings. c. To develop actionable and strategic recommendations to improve the policy's effectiveness in fostering English language skills among young learners, focusing on areas that need improvement. 1.6 Significance of the study. This study's significance lies in examining the Taiwan Bilingual Policy's impact on young learners, providing critical insights into the effectiveness of bilingual Education. Understanding how this policy influences English language proficiency is pivotal, not only for Taiwan but also for global educational policies. This research is a benchmark for evaluating bilingual education initiatives worldwide, shaping future policy frameworks. Assessing the policy's impact across diverse regions reveals potential disparities in resource allocation and educational opportunities. Such findings hold paramount significance for ensuring educational equity. It informs policymakers about the necessity of equal access to quality language education, advocating for fair distribution of resources and opportunities among all students irrespective of their geographical location or socio-economic background. Enhanced language skills, fostered by successful policy implementations, contribute significantly to Taiwan's global competitiveness. A proficiently bilingual workforce can positively impact economic growth and trade relations. Additionally, improved language proficiency among young learners equips them with better career prospects, facilitating their

integration into an increasingly globalized job market. The study's outcomes have broader implications on societal attitudes toward bilingualism and cultural appreciation. A successful policy enhances language skills and nurtures cross-cultural understanding and appreciation, fostering a more inclusive and diverse society. Recommendations stemming from this study can inform policy adjustments directly. Moreover, the research catalyzes further academic discourse, prompting discussions on effective language education strategies and policy implementations worldwide, contributing to the ongoing advancement of educational practices. 1.7 Justification for Investigation The investigation into the impact of the Taiwan Bilingual Policy on young learners' English proficiency is a critical endeavour to assess the efficacy of educational policies. By rigorously examining the outcomes of this policy, it becomes possible to evaluate its effectiveness in achieving intended educational objectives. Understanding how this policy influences language proficiency among young learners is pivotal for policymakers and educators. This evaluation aids in identifying areas of success or shortcomings within the policy framework, facilitating informed decision-making for future educational reforms. This investigation holds significance in uncovering potential disparities in educational resources and opportunities among different regions or demographics within Taiwan. Scrutinizing the policy's impact sheds light on the need for equitable access to quality language education. Addressing these disparities fosters educational equity, ensuring that all students, regardless of their background or geographical location, have fair opportunities to acquire proficient language skills essential for their future academic and professional endeavours. Beyond the local educational landscape, this investigation has broader implications. Enhanced language skills, resulting from successful policy implementations, contribute

Chapter2: Literature review 2.1 Introduction. The literature review within this research presents a comprehensive exploration of existing scholarly works, focusing on the historical evolution, core principles, and practical applicability of language policies, particularly the Taiwan Bilingual Policy. This section critically analyzes a spectrum of literature to illuminate the historical background that led to the formulation and implementation of the policy, providing insights into the context and rationale behind its introduction. Moreover, it delves into the fundamental principles underpinning successful language policies globally, drawing parallels and distinctions with Taiwan's approach. The literature review aims to contextualize the Taiwan Bilingual Policy within the broader framework of language education policies and assess its relevance and effectiveness in fostering English language proficiency among young learners (Sandel, 2023). Through this comprehensive examination of existing literature, the review seeks to identify gaps, challenges, and areas for further investigation, serving as a foundation for the subsequent analysis and discussion within this research. 2.2 Historical background The historical backdrop of language education in Taiwan forms a foundational element in understanding the evolution and significance of Taiwan's bilingual policy. Taiwan's language education landscape underwent pivotal shifts over time, shaped by historical, socio-political, and cultural influences. Historically, Mandarin Chinese was the predominant language of instruction in Taiwan's educational institutions. However, Taiwan's recognition of the growing global importance of English as a lingua franca led to strategic shifts in language education approaches. The evolution began with the gradual integration of English into the curriculum, highlighting the increasing importance of English proficiency for Taiwanese citizens in a rapidly globalizing world. These historical shifts paved the way for formally

introducing the Taiwan Bilingual Policy, marking a pivotal juncture in the nation's educational narrative. The policy, introduced in [year], aimed to enhance English language proficiency among young learners, acknowledging its role in facilitating international communication, expanding career opportunities, and positioning Taiwan favourably globally. Understanding this historical progression contextualizes the policy's emergence. It underscores its relevance in aligning Taiwan's educational system with global linguistic demands, marking a crucial step in Taiwan's educational evolution towards bilingualism and internationalization. 2.3 Core Principles and Concepts The core principles and concepts underpinning language policies, particularly the Taiwan Bilingual Policy, encompass a multifaceted approach that intertwines educational, socio- cultural, and economic aspects. At its core, language policies aim to foster linguistic competencies that align with global communication demands. The Taiwan Bilingual Policy embodies principles emphasizing the importance of bilingualism, acknowledging the instrumental role of English as a global language. It seeks to cultivate language proficiency and a deeper cultural understanding, promoting an inclusive and internationally competitive educational system. Embracing bilingualism is a gateway to cultural enrichment, equipping students with the skills to navigate diverse cultural landscapes. Additionally, the policy embodies the principle of inclusivity, striving to provide equitable opportunities for all students, irrespective of their socio-economic backgrounds or geographical locations within Taiwan. This principle underscores the necessity of fair access to quality language education, addressing disparities in resources and opportunities among diverse student populations. Moreover, the concepts embedded within the Taiwan Bilingual Policy revolve around the dynamic interplay between language acquisition and global competence. The policy aligns

Moreover, the policy's applicability intertwines with pedagogical approaches and teaching methodologies. Adapting teaching practices to align with bilingual education goals remains a challenge. Educators encounter complexities in balancing the teaching of English alongside the established curriculum, Mandarin Chinese. This necessitates innovative teaching methodologies that integrate language learning effectively into various subjects. Additionally, teacher training programs become pivotal for successful policy implementation. However, challenges in providing comprehensive and specialized training for educators hinder the policy's effective execution. Furthermore, societal attitudes toward bilingualism and the perceived value of English proficiency impact the policy's applicability among young learners. Parental and Community support is crucial in reinforcing language learning outside the classroom. Encouraging a positive attitude towards bilingual Education within society enhances the policy's effectiveness, fostering a conducive environment for language acquisition among young learners. Thus, while the Taiwan Bilingual Language Policy presents substantial opportunities, its successful applicability hinges on addressing challenges related to resource disparities, pedagogical adaptations, teacher training, and societal attitudes towards bilingualism. 2.5 Support for the Bilingual Language Policy Support for Taiwan's Bilingual Language Policy emanates from its potential to equip young learners with essential language skills, positioning them competitively on the global stage. The policy garnered initial enthusiasm and backing from stakeholders, recognizing the pivotal role of English proficiency in fostering international communication, Higher Education, and employment opportunities. It gained traction as an essential tool for Taiwan's integration into the global economy, attracting foreign investments and fostering international partnerships. The policy's proponents highlighted the potential advantages of a bilingual

workforce, projecting Taiwan as a competitive player in the global market. Additionally, the policy received support from educators and linguists advocating for bilingualism, emphasizing its cognitive benefits and the broader cultural understanding it fosters among students. The policy's alignment with global trends emphasizing the importance of multilingualism and its potential to enhance Taiwan's global competitiveness garnered widespread support among various stakeholders, driving its initial adoption and endorsement. Moreover, governmental backing was pivotal in bolstering support for the policy's implementation. Recognizing the significance of bilingual Education, Taiwan's government allocated substantial resources and initiatives to support the policy. This support manifested through developing educational materials, funding language programs, and establishing specialized language centres to enhance language education quality. Governmental initiatives to improve teacher training and promote language immersion programs underscored the commitment to the policy's success. The government's proactive involvement and sustained efforts to align policies with educational objectives augmented support for the policy, signifying a concerted effort to fortify Taiwan's position on the global stage through effective bilingual Education. Overall, the support for Taiwan's Bilingual Language Policy stemmed from its perceived role in bolstering Taiwan's global competitiveness, its alignment with educational and economic objectives, and the concerted efforts by stakeholders and the government to promote bilingualism as an asset in Taiwan's educational landscape. 2.6 Challenges in Support for the Bilingual Language Policy While holding promise, the Taiwan Bilingual Language Policy encounters several challenges that impede its seamless implementation and widespread support. One of the primary hurdles lies in the disparities in resource allocation across different regions and schools within Taiwan. Variances in funding, access to quality educational materials, and teacher training programs create inequities in implementing the policy. Schools in urban areas might have

Addressing the challenges within the Taiwan Bilingual Language Policy necessitates a multifaceted approach involving strategic resource allocation, pedagogical adaptations, and comprehensive teacher training programs. To mitigate the disparities in resource allocation, policymakers must prioritize equitable distribution of resources across all educational institutions. This involves targeted funding initiatives to ensure that schools in rural or economically disadvantaged areas receive adequate support, including access to quality educational materials, language learning resources, and infrastructure enhancements. Creating a level playing field in resource allocation is imperative to ensure that all students, regardless of their geographical location or socio-economic background, have equal opportunities to benefit from the policy's objectives. Additionally, addressing the complexities in pedagogical adaptations requires innovative approaches to integrate language learning seamlessly into the curriculum. Educators need ongoing support and professional development opportunities that facilitate incorporating bilingual education strategies into their teaching practices. Collaborative efforts between educational authorities, curriculum developers, and educators can create comprehensive pedagogical frameworks prioritizing language proficiency and subject-specific learning. Implementing diverse teaching methodologies, such as immersive language programs or content and language-integrated learning (CLIL), can effectively embed language acquisition within various subjects, fostering a holistic approach to bilingual Education. Furthermore, enhancing teacher training programs is critical in bolstering the policy's effectiveness. Investing in specialized training courses that equip educators with the necessary skills and strategies for bilingual Education is essential. Continuous professional development workshops, mentoring programs, and access to resources for implementing innovative teaching methodologies support educators in adapting their teaching practices effectively. Teacher training programs play a pivotal role in overcoming the challenges

associated with implementing the policy by providing educators with the tools and knowledge required for successful bilingual instruction. 2.8 Conclusion of the Literature Review The culmination of the literature review underscores the nuanced landscape surrounding the Taiwan Bilingual Language Policy, revealing a multifaceted interplay between its historical context, core principles, challenges, and strategies for addressing its implementation. Delving into the historical evolution of language education in Taiwan, the policy's emergence was unveiled as a response to the escalating global demands for bilingualism, positioning Taiwan's educational framework in alignment with international trends. However, this historical context also unveiled disparities in resource allocation and societal attitudes, which pose significant challenges to the policy's effective implementation. The review elucidated the policy's core principles, emphasizing bilingualism, inclusivity, and global competitiveness, driving its initial support and adoption. However, the review highlighted challenges ranging from resource allocation disparities to pedagogical adaptation complexities, underscoring the intricate hurdles in realizing the policy's objectives. Moreover, the literature review outlined strategies to navigate these challenges, emphasizing the need for equitable resource allocation, innovative pedagogical approaches, and comprehensive teacher training programs. Addressing disparities in resource allocation emerged as a critical step in ensuring equitable opportunities for all students. Innovations in pedagogical approaches, such as content and language-integrated learning, were identified as promising strategies to integrate language learning into various subjects effectively. Furthermore, comprehensive teacher training programs were underscored as pivotal in equipping educators with the requisite skills and methodologies for successful bilingual Education. The literature review provided a comprehensive understanding of the Taiwan